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The Case Study Research in Education
... A qualitative case study method best fits this current investigation as the phenomenon of advocacy is bounded by contextual variables (e.g. time, location, individual experiences, cultural norms, etc.; Johansson, 2003), and the purpose of this inquiry is to understand how and why these advocates pursue positive social change (Merriam, 1988(Merriam, , 1998Yazan, 2015). In multi-case analysis, the phenomenon maintains a collective nature. ...
... The study was facilitated over the course of two years (from 2017 to 2019) and utilized Merriam's (1988;1998) interpretive case study design to inform the collection and analysis of data and write up of results (Stark & Crofts, 2019). The previous study focused primarily upon conveying results using individual case portraits (Lawrence-Lightfoot, 1983) for each participant. ...
... Analysis consisted of reviewing the field notes, advocacy artifacts, and interview transcripts for each participant five times, initially writing notes in the margins of the documents regarding prominent themes. Merriam (1988) describes this process as "holding a conversation with the data" (p. 131). ...
Transgender and gender-expansive youth often fail to receive equitable treatment in educational settings. School counselors are in a privileged position to advocate for students belonging to this underserved group. To increase understanding of advocacy efforts in school settings, the authors conducted a multi-case cross-case analysis focusing on the phenomenon of advocacy efforts for transgender and gender-expansive youth. Themes align with the categories of macro, systems, micro, inter-personal and intra-personal levels of advocacy. Original themes emerging from the data include increasing awareness and facilitating conversation (macro-level advocacy), community collaboration and district wide policies (systems-level advocacy), and affirming students and cultivating positive school culture (micro-level advocacy). The unique needs and challenges faced by transgender and gender-expansive students, and the role of school counselors in supporting, affirming, and advocating for these students are further discussed.
... They must actively critique decisions, identify problems, and recommend improvements. In this way, Case Analysis raises higher-order thinking skills, pushing students to move beyond simple information gathering and toward complex decision-making and strategic thinking (Perry, 1999). ...
... For instance, a professor might assign a Case Study on a company's failed marketing campaign to introduce the topic of marketing strategies. The case may provide detailed background on the company's objectives, target market, the marketing tactics employed, and the challenges faced during the campaign (Perry, 1999). This Case Study helps students understand the context of the company's decisions and the factors that contributed to the outcome. ...
The terms Case Study and Case Analysis are often used interchangeably in academic and professional contexts, but they represent distinct methodologies with different objectives in education and decision-making. This paper explores the conceptual and methodological differences between Case Study and Case Analysis, focusing on their definitions, key characteristics, and respective roles in fostering learning and problem-solving. While Case Studies provide detailed, descriptive narratives of real-life or hypothetical scenarios, Case Analyses are structured, evaluative processes aimed at solving the problems or challenges within those scenarios. This article clarifies the unique functions of each approach and demonstrates how they complement each other in academic settings. The paper concludes by emphasizing the significance of both Case Studies and Case Analyses in developing critical thinking, problem-solving, and decision-making skills, offering practical recommendations for educators and researchers on how to effectively integrate these methodologies into teaching strategies.
... This research aimed at investigating contemporary phenomena that are likely to occur when an innovation, in this case, SSI-based instruction, is implemented. Therefore, following Yin's (1994) definition, this research could be defined as case-study research because it was an empirical inquiry that investigated a contemporary phenomenon within its real-life context consisting of a program or a social group (i.e., biology teachers and their classrooms) to understand a problem of practice (Merriam, 1990). The "case" in this research is defined as four biology teachers' perceptions about SSI-based teaching practice in the context of teacher professional development. ...
... The basic framework of analysis that underpinned this research was an explanation building mode, including defining the unit of analysis (i.e., biology teachers' statements), organizing the data chronologically, finding the pattern of the unit analysis, and interpreting the pattern on defined dimensions or propositions based on the literature (Merriam, 1990;Miles & Huberman, 1994). To contextualize the research, the dimensions or propositions used for the interpretation were modified from the existing literature (Lee, Abd-El-Khalick, & Choi, 2006). ...
Promoting socio-scientific issue ( SSI )-based instruction in Indonesian science classrooms requires competent science teachers. To understand teachers’ perceptions about the implementation of SSI -based instruction, a case study involving four biology teachers engaged in a teacher professional development program was conducted. The program consisted of four phases: reflection on teachers’ prior teaching experience and background knowledge, 3-day SSI -based teaching workshop, collaborative development and implementation of SSI -based learning in biology, and post-implementation reflections by teachers. Teachers’ perceptions were gathered via interviews and written reflections, which were analyzed qualitatively with an explanation building mode approach. Findings indicated a positive development along four dimensions: knowledge about SSI s and scientific literacy, the necessity of including SSI s in science instruction, situational factors related to addressing SSI s in class, and teachers’ attitude towards teaching SSI s. Further research needs to be conducted in Indonesian contexts to be able to extend the SSI teacher professional development program to different regions.
... I chose a case study design (Yin, 2014), because it allowed for a focus on the process and context of how innovation is demonstrated (Creswell, 2018). Case study research produced rich descriptions of faculty's actions and beliefs, how the physical environment was utilized to enhance practices, and how faculty, staff, and administrators leverage school and community stakeholders to achieve goals in innovation (Merriam, 1988). ...
... I ensured reliability and validity during my data collection and analysis process by using member checking, multiple sources of evidence, and triangulation of the data (Yin, 2014). I also explained my position as the investigator in this study in relation to the group being studied (Merriam, 1988). ...
This article discusses the issue of inequities in educational leadership, of which we attribute largely to social capital and how educators interpret this capital. This concept is presented along with a range of leadership styles commonly accepted in education. An argument is made for using Funds of Knowledge as a lens for understanding leadership as well as in practice for addressing the social capital dilemma. We argue that leadership styles are not enough to correct inequities, but can be applied along with this Funds of Knowledge lens to identify and utilize untapped leadership in a range of educational settings.
Keywords: Leadership, Social Capital, Funds of Knowledge, influence, oppression.
... Using multiple case study approaches was also considered for this study. While this approach provides a holistic approach for the interpretation of meaning through case descriptions (Major & Savin-Baden, 2013;Merriam 1988Merriam , 2009, it was deemed inappropriate for this study. This was primarily because case study approaches tend to be bounded in scope (Major & Savin-Baden, 2013;Merriam 1988Merriam , 2009, and much better suited to Narrative enquiry which focuses on stories as vehicles that reveal much about the meaning making within social and cultural contexts (Major & Savin-Baden, 2013). ...
... While this approach provides a holistic approach for the interpretation of meaning through case descriptions (Major & Savin-Baden, 2013;Merriam 1988Merriam , 2009, it was deemed inappropriate for this study. This was primarily because case study approaches tend to be bounded in scope (Major & Savin-Baden, 2013;Merriam 1988Merriam , 2009, and much better suited to Narrative enquiry which focuses on stories as vehicles that reveal much about the meaning making within social and cultural contexts (Major & Savin-Baden, 2013). Although this approach had much to offer this study, the current study was interested in the transition points, notably the transition from KS4 to post-16. ...
Post-16 transition is described by care-experienced young people as an incredibly challenging period, and their outcomes at this stage continue to remain a concern. This current study aimed to extend the literature by exploring the impact of multiple transitions and the relationships that young people experienced as most meaningful in helping to facilitate their transition to and participation in post-secondary EET activities; and how they attribute these relationships to their own outcomes. Professional partners’ views (from the LA and Voluntary sectors) on supporting young people at this stage was also sought to inform recommendations for practice. Risk and protective factors were examined through Transitions and Ecological Systems Theories. Seventeen participants were recruited: 12 young people from care backgrounds (aged 16-24) from three LAs, and 5 professional/adult participants from one LA and two London-based community/charity organisations. A qualitative multi-informant mixed-method design was employed. Semi-structured interviews were used to collect data from all participants. Additionally, a demographic questionnaire and ecomap supplemented the data from the young people. The data was analysed thematically. The findings revealed factors at child and systems levels that increase risk of young people becoming NEET. Social, Emotional and Mental Health (SEMH) was identified as the most common need for many care-experienced young people during transition. Multiple gaps in support and resources were identified in various layers of the system. Foster carers and Mentoring and Befriending services were valued the most by young people in their attributions of improved outcomes. Educational Psychologists (EPs) appeared to be an untapped resource at this point of transition. The findings of this study have implications for policy makers and practitioners supporting young people in the role of corporate parent. This study put forward recommendations for practice and highlighted the need for EPs to support the transition pathway process as a core centrally funded activity.
... 545). Merriam (1990) Basándose en las especificaciones realizadas por Eisenhardt (1989), Yin (2003) & Merriam (1990), es posible decir que la presente investigación corresponde a un estudio de casos interpretativo, con un diseño múltiple. En el desarrollo del estudio participaron 5 familias, cada una considerada un caso, con lo cual se consideró alcanzado el punto de saturación teórica. ...
... 545). Merriam (1990) Basándose en las especificaciones realizadas por Eisenhardt (1989), Yin (2003) & Merriam (1990), es posible decir que la presente investigación corresponde a un estudio de casos interpretativo, con un diseño múltiple. En el desarrollo del estudio participaron 5 familias, cada una considerada un caso, con lo cual se consideró alcanzado el punto de saturación teórica. ...
... In particular, the research aimed to identify improvements or stability of outcomes of students during the period in which they were members of the focus group. The research adopted a case study approach (Merriam, 1998) to the analysis of data, followed by a cross-case analysis to identify key themes across all cases and key themes pertinent to the metropolitan and regional areas. ...
In this article, the outcomes of The Happy Kids project, a strategy to improve the social and emotional well-being of primary school students, were examined. Results indicated that the Happy Kids program had demonstrated positive social and emotional outcomes for students in all schools, in particular, a positive impact upon students’ confidence, social skills and well-being. In addition, the program has demonstrated positive improvement in students’ attendance. Given its positive impact in schools in both metropolitan and regional areas of WA, it has demonstrated transferability and adaptability to local contexts. It can only be hoped that its impact can be felt in later years as the students involved continue with secondary education.
... As recommended by Merriam (1988) and Creswell (1994), simultaneous data collection and analysis for generating categories and building theories was carried out. The first iteration involved data being coded. ...
Since the turn of the 20th century, various education systems around the world have been seeking to design efficient and effective programmes for gifted and talented students. However, despite the aforementioned interest in giftedness, there is a lack of qualitative research that speaks to the perceptions and feelings of relevant stakeholders, especially educators and in particular school managers.
Employing a phenomenological framework, the purpose of the study was to investigate the lived experiences of junior and senior managers, with regard to ‘gifted and talented’ students, vis-à-vis secondary education within an international setting. This involves the use of semi-structured interviews, along with the relevant field notes, in order to generate rich descriptions of the phenomenon in question.
The deeper aim of the research involves identifying a number of essential themes across the relevant research participants, that in some way relate to certain ‘modes of being’. Suitable conclusions and practical recommendations then follow, with regard to the relevant group of students, given their crucial designation as being ‘gifted and talented’.
... Case research is a method of studying a complex situation involving more than two people or an organization, the relationship between two companies, organizational changes, the regulatory framework and the environment, then this method should be classified as individual, group, organizational (Merriam, 1988). It is strategy is to take an independent exploratory approach to learning. ...
The monograph explores the mechanisms of change management and the feature of low tolerance of personnel to organizational changes. The changing environment and trends in the build-up of developed new technologies by enterprises affecting organizational changes are traced in the research. Advanced technologies, methodologies and solutions that contribute to the successful innovation activity of Kazakhstani enterprises are highlighted. Particular attention is paid to qualitative analysis based on the results of case study research aimed at determining the normative benchmarks of innovative transformations of the business community of the country. The multifaceted nature of change management in organizations corresponds to the interdisciplinary approach and integrative solutions in corporate change management from behavioral and social sciences of managing individuals, group dynamics, organizational behavior to project technologies and information business solutions.
The book is addressed to a wide range of readers interested in the problems of change management, innovative activities and advanced technologies of innovative project management.
... Researchers organized the data and independently coded responses question-by-question for each group (students, parents, teachers) in relationship to the research questions and compared codes. Where disagreement existed, researchers discussed decisions and documented a future course of action (Merriam, 1998). Teacher data was examined first; parents second; student responses were accounted for last. ...
As educators increase their use of digital technologies across learning modalities, some schools are experimenting with highly flexible models of learning that maximize opportunities to support learner preferences. The perceptions of these programs by teachers, parents, and students are crucial for building and maintaining community support and securing funding for school practices that are innovative and educative. The purpose of this study was to understand the perceptions of teachers, parents, and students working in a school using hybrid learning with individualized schedules. Perceptions of the school emerged as a sense of shared responsibility and united advocacy for students. Advocacy centered on (1) making instruction accessible and (2) providing appropriate instructional support. While there was agreement across participant groups on these themes, teachers described additional workloads. Implications include the need to build a united purpose around students while also supporting teachers.
... Kidder (1982) souligne qu'il s'agit d'une approche méthodologique souvent utilisée pour élaborer une description qui répond aux questions qui, quoi, quand et comment.Yin (2014) identifie trois types d'étude de cas : exploratoire, descriptif et explicatif. De son côté,Merriam (1988) identifie trois catégories : descriptive, interprétative et évaluative ce qui, d'aprèsCohen et al. (2013), confirme le classementde Yin. Enfin, Stake (1994) fait un classement un peu diffèrent selon l'objectif initial de l'étude : intrinsèque, instrumental et collectif. ...
Cette thèse s’intéresse à la manière dont des enseignants de l’école maternelle en France s’approprient des dispositifs didactiques visant la construction d’un modèle précurseur sur les notions de lumière et d’ombre sous le prisme de l’optique géométrique. Disposant d’un tel modèle précurseur construit par des études antérieures, nous mettons en place une méthodologie spécifique pour observer et analyser dans quelle mesure des enseignants peuvent se l’approprier pour mener une éducation scientifique avec leurs élèves. Pour ce faire, nous avons constitué un groupe de quatre enseignants volontaires afin de mettre en place cette étude. Le groupe propose un scénario pédagogique, répondant à certaines contraintes en lien avec le modèle précurseur, qu’un membre met en oeuvre dans sa classe. Après avoir effectué une analyse critique sur sa pratique, cet enseignant propose un nouveau scénario. Basés sur la Théorie Anthropologique du Didactique de Chevallard, nous construisons une praxéologie de référence inspirée par le modèle précurseur, et des praxéologies didactiques du groupe et de l’enseignant. Nous effectuons une série d’actions afin de repérer des éléments de praxis et de logos, et nous identifions si les praxéologies des enseignants contiennent les éléments du modèle précurseur. L’analyse des données montre qu’une éventuelle appropriation du modèle est possible sous certaines conditions. Le groupe propose un scénario qui s’aligne avec le contenu du modèle précurseur mais la mise en oeuvre semble s’éloigner des principes du modèle en question. Cependant, notre méthodologie amène l’enseignant à prendre du recul sur sa pratique et à proposer un scénario respectant les contraintes du modèle précurseur.
... This research project is a qualitative multi-case study (Merriam, 1998;Stake, 1995) grounded in the axioms of naturalistic inquiry (Lincoln & Guba, 1985). We aimed to understand how heuristics can serve as a tool for preparing middle grades social studies particularly in helping them to bridge historical, contemporary and personal upstanding as well as allowing them to situate themselves as a potential upstander, a teacher agent of change, in their future middle school setting. ...
... Case study (see, for example Merriam ,1988, Stake, 1995, Simons, 1980 seemed the most appropriate approach to the study of the phenomenon addressed in the research questions for several reasons. It enabled the researcher; ...
p>This thesis examines the role of teachers' initiative in building a culture of innovation in one Portuguese vocational high school in Fine Arts and the relationship between the culture of innovation, teacher's leadership, school culture and the educational community. It also presents the impact of teachers' initiative on: (i) the changing curriculum; (ii) educational practices; (iii) professional development. The research took place in a context of Portuguese educational reform, which stressed change in educational practices and schools. The study was also located in a selected review of literature about change and culture.
The study took the form of an ethnographic case study, which characterised the culture of a group of teachers, involved in one mathematics educational project, eliciting their beliefs, values, norms and patterns of behaviour. It also examined the relationship between the culture of the project and the school culture as a dynamic process identifying values, beliefs and ideologies shared by people in the school.
Three main findings emerged from this cultural analysis. First, teachers did have the ability to generate an alternative curriculum to the dominant state model for teaching mathematics for Fine Arts students. This was underpinned by democratic values and focused on the process of students' learning rather than teacher-directed instruction. Secondly, this group of teachers formed a distinctive subculture in schools and took an active role in researching their own experience of changing classroom practice. Thirdly, the research demonstrated that it was not possible for this subculture to have major impact on the culture of the whole school. However, the educational community (mathematics educators and state department) acknowledged the innovation, the state department subsequently including it in the national mathematics curriculum.</p
... Therefore, we discussed the collected data and analysis several times during the study, and ensured that multiple views from study participants were presented and that a major oversight did not occur. A case study is an empirical investigation of a current phenomenon that occurs in a real-world context [26], and this approach allowed us to explore the early remediation experiences of the medical students as the participants of this study [27,28]. Accordingly, we confirmed that we were in a position to collect and analyse data sources, a situation to which the case study within a constructivist paradigm could be applied. ...
Background: Supporting professional identity development in medical students undergoing remediation in the first few years of their studies is an important topic. However, there is a lack of research on developing an effective and individualised process for successful remediation that targets learner identities. This study examined the identities of Generation Z remedial medical students through the lens of professional identity formation, focusing on the difficulties they faced and the support they sought.
Methods: An exploratory qualitative case study was conducted within a constructivist paradigm. Twenty-two medical students (14 males and 8 females) who had experienced remediation in their first few years of medical university participated in this study. All participants were members of Generation Z. Qualitative data were collected through face-to-face, semi-structured interviews and analysed using thematic analysis.
Results: Medical students undergoing remediation in the first few years experienced resistance to the medical profession and conflict due to the gap between the ideal and the reality they experienced after entering medical university. Students' professional identities were closely intertwined with their pre-university identities; this affected the process of professional identity formation after entering medical university. They preferred assurances of confidentiality as a prerequisite and immediately sought advice through social networks to support their professional identity development.
Conclusions: When planning professional identity development support for Generation Z medical students undergoing remediation in the first few years, it is necessary to carefully select integrative interaction methods, focus on the context of individual learners, and collaboratively discuss specific responses between students and faculty. The results of this study could be useful to faculty in developing support systems for future remedial medical students that focuses on professional identity development and mentoring of remedial medical students.
... Mieux, au cours de ces dernières années, la majorité des enseignants-chercheurs de l'institution se sont équipés en « outils technologiques » 3 qui ont d'une certaine manière influencé leurs pratiques d'enseignement. Ainsi, vuqu'en recherche qualitative, la généralisation, dans le sens statistique du terme, n'est pas visée (Merriam, 1988), nous avons opté pour une technique d'échantillonnage non-probabiliste aux fins de constituer un échantillon naturel d'enseignants-chercheurs au sein de l'UAO. Pour ce faire, nous nous sommes inspirés de la méthode de sélection des participants de Raby (2004) sur la base d'une analyse des réponses à un questionnaire qu'ils devaient rempli au préalable. ...
Cet article présente les résultats de la recherche portant sur la construction de la professionnalité chez les enseignants-chercheurs de l’UAO en Côte d’Ivoire. Autrement dit, il vise à cerner l’impact d’une consocréation par les TICE en lien avec la construction de leurs compétences professionnelles. Les résultats exposent d’une part, une classification des TICE répertoriés à l’UAO et indiquent, d’autre part, que les questions de l’appropriation et de la consommation (usages) des TICE sont peu perceptibles chez les enseignants-chercheurs de ladite institution. Par conséquent, la production d’éléments nouveaux (création) en rapport avec leur métier reste très limitée dans l’actuel contexte dominé par les TIC et ne saurait impacter sur la construction de leurs compétences professionnelles.
... Respectant la chronologie de la situation telle que narrée par les enseignants, nous avons dégagé un parcours décisionnel pour chaque récit. Pour éviter le risque de sélectionner des propos qui s'articulent fortement avec nos catégories de chercheur, voire notre cadre théorique, nous avons réduit le découpage des propos et considéré la réflexion faite par les enseignants sur la situation, ouvrant ainsi la porte à de nouvelles catégories conceptuelles (Merriam, 1988). Les résultats issus du corpus sont présentés dans la section suivante, puis discutés plus loin. ...
Cet article vise à étudier l’activité enseignante à partir de données issues d’une recherche sur la reconstruction de récits de pratique d’enseignants en milieu multiethnique au Québec. Plus spécifiquement, l’article explore les raisons qui motivent trois enseignants à prendre des décisions pour faire face à une situation problématique qui met en scène un élève issu de l’immigration à la lumière des prescriptions et du contexte de leur classe. L’analyse des récits met en exergue trois modalités de la mise en œuvre de l’activité enseignante : se conformer aux prescriptions, déjouer les prescriptions et agir sur les prescriptions.
... This study used a case study design; a case study is a research strategy that is used to produce an in-depth, complete explanation of a complicated issue in its structural form. (Creswell, 2017) (Merriam, 1988) continues to say that case studies are useful for explaining, comparing, analyzing, and comprehending various elements of a study topic. ...
Learning is enjoyable and interesting when instructional resources are plenty. Educational resources assist learners to build up and deep understanding, knowledge and interest in learning a particular subject. This study was aimed at finding out the effects or problems associated with the insufficiency of instructional materials to learners and how it affects them, and how the inadequacy of Social studies affects educators' aptitudes during their teaching's in classes. The research employed the qualitative research approach with the use of a case study design. The study findings were gathered through verbal interviews with three Social studies educators and the investigation questions were converted into themes of the study. This study was supported by the behaviorism learning philosophy as its theoretical framework. The discoveries of this study divulged that the shortage of instructional materials has negative effects on both educators and school learners as limits learners' abilities to grasp essential skills and a better understanding of Social studies, the study results have shown that Social studies educators develop boredom due to the inadequacy of instructive tools resulting in high learners' failure rate in Social studies.
... Durum çalışmaları, bireylerin deneyimlerine dayanarak bağlama göre algılarını ve bunların altında yatan sebepleri derinlemesine sorgulamayı sağlar (Gillham, 2000). Bu yönüyle durum çalışmaları, olayları ya da olguları anlamaya ve açıklamaya dönük çabalar temelinde gelecekte uygulanacak politikalara, süreçlere ya da araştırmalara doğrudan yön verme özelliği de taşırlar (Merriam, 1990). Araştırma, Türkçe öğretmenlerinin kılavuz kitap ve ders planı ile ilgili görüşlerinin ortaya konması üzerine yapılandırılmıştır. ...
Bu araştırmanın amacı, Türkçe öğretmenlerinin öğretmen kılavuz kitapları ve ders planlarına ilişkin görüşlerini ortaya koymaktır. Bunun için 200 Türkçe öğretmeninin görüşleri alınmıştır. Öğretmenlerle yapılan görüşmelerin içerik
analizi yapılmıştır. Öğretmenlerin görüşme formları; önceki yıllarda öğretmen
kılavuz kitabından etkin bir şekilde yararlanma durumları, öğretmen kılavuz kitabının gerekliliği, öğretmen kılavuz kitabında neler olması gerektiği, ders planı
hazırlayıp hazırlamadıkları ve kılavuz kitabını mı yoksa ders planını mı tercih
ettikleri üzerine beş boyutta incelenmiştir. Araştırma sonucunda elde edilen bulgulara göre Türkçe öğretmenlerinin, öğretmen kılavuz kitaplarını dersin daha
verimli geçmesi için bir ihtiyaç olarak gördüğü, yasal bir zorunluluk olmasına
karşın azımsanmayacak bir bölümünün ders planı yapmadığı, yapanların ise
istenen düzeyde ders planından yararlanamadığı belirlenmiştir. Araştırma bulgularından hareketle öğretmen kılavuz kitaplarının kaldırıldığı bir ortamda ana
dil eğitimine rehberlik yapacak, programın hedeflediği bilgi, beceri ve yetkinliklere ulaşmada öğretmene yol gösterecek kılavuz kaynak sıkıntısı yaşandığı ve
mevcut uygulamanın devam etmesi hâlinde Türkçe dersi için, etkin ders planları
hazırlama ve uygulamalarına dönük rehberlik ve denetim faaliyetlerine ihtiyaç
duyulduğu söylenebilir
... (d) Students observe their own habits, choose to do what they have not done before, do what others don't do, do what others cannot do, and study hard for life. (e) students sincerely provide resources to the community, purely for the kindness of the community, serving the community as serving their families, and cultivating "the cultivator in hard work for grandeur of "Guide" [31][32][33][34][35][36]. ...
The “FU Chuan Charity Foundation” uses the statutory curriculum of the Department of Social Sciences to implement education on volunteer love and self-management for volunteer students. The statutory courses of the Department of Social Sciences belong to the “Interdisciplinary Curriculum Integration Model”, the “FU Chuan Charity Foundation” opened the “FU Chuan Charity Bachelor Class”, which has been operated by volunteers for 8 years, invisibly in the original “education and learning philosophy”. The outlines of 7 groups of education and learning models gradually emerged, so they were named “Education and Learning Models for the Bachelor of Evangelical Compassion”: including (1) the integration model of old and new students, (2) the cross-age and multi-group co-learning model, (3) Sharing mode in different places and different industries, (4) Social welfare resource co-study mode, (5) Potential mode of voluntary service, (6) Intervention response effect mode, (7) No-handling property mode. The operation of this model has changed from “Originally run a school for the Foundation” to “Run a school for the Friends Association”, and at least assist students in 5 changes: (1) Attitude to study, from “wait and see trial” to “specialized reading” “, then change to “Determined to Grad.” (2) The learning factor changes from “convenient time” to “professional needs”, then to “equal attention to time and professionalism”, and then to “desire to graduate”. (3) The average number of courses taken has changed from “inconsistent courses” to “concentrated courses” and then to “intensive courses”. (4) Student volunteer habits have changed from “adjustment to ups and downs” to “balanced and stable”. (5) The willingness of students to volunteer has changed from “rare concepts” to “stable learning” and then to “dare to face the test of the epidemic” [1].
... Al seleccionar el estudio de caso como diseño de investigación deben tenerse en cuenta el propósito del estudio y las preguntas de investigación con el fin de determinar si es el diseño apropiado. Un estudio de caso es apropiado si las preguntas de investigación están dirigidas a la descripción y estudio detallado de un proceso, o a la explicación de un fenómeno; si se pretende enfocar la mayor atención posible a una situación o fenómeno en particular para explicarlo; si se busca explicar ese fenómeno o situación basándose en la diversidad de características, o si lo que se pretende es explicar relaciones entre casos (Merriam, 1988). Para efectos de esta investigación, el diseño de estudio de caso permite utilizar la mayor cantidad de fuentes documentales disponibles para describir los procesos y dinámicas que ocurrieron durante el periodo de vigencia de las iniciativas educativas estudiadas, a partir de una comprensión de las percepciones y circunstancias contextuales. ...
Se analizaron dos programas de educación de adultos desarrollados en Latinoamérica y el Caribe a mediados del siglo XX, que utilizaron
medios de comunicación como parte de sus recursos de enseñanza. Estos programas fueron las Escuelas Radiofónicas de Radio Sutatenza, en Colombia, y la División de Educación de la Comunidad (DIVEDCO), en Puerto Rico. El propósito de este estudio fue explorar cómo se articuló la utilización de los medios de comunicación como estrategias educativas, con la formación ciudadana y el fomento de liderazgo implícitos
en los objetivos de ambos programas.
El diseño metodológico constó de un estudio de caso múltiple de carácter histórico. Se consideró relevante la documentación de estos programas aun cuando no continúan vigentes porque sentaron un precedente en la historia de la educación de adultos y en las concepciones de ciudadanía en ambos países. El proceso de recopilación de información se realizó mediante la revisión de documentos y la realización de entrevistas semiestructuradas, y el análisis se realizó a partir de tres ejes: liderazgo, ciudadanía y educomunicación, de los cuales se desprendieron subtemas que facilitaron la delimitación del estudio. Se utilizó la técnica de Análisis
Crítico del Discurso (ACD), con énfasis en el Modelo Tridimensional de Fairclough y la Teoría de Contexto de Van Dijk, lo cual permitió explorar las prácticas discursivas presentes en los contenidos de enseñanza, al tiempo que las relaciones causales entre estructuras y prácticas sociales, es decir, los vínculos entre discursos e ideologías en los
programas analizados.
Entre los principales hallazgos figura el fomento de diferentes estilos de liderazgo en los contenidos de enseñanza, entre ellos el comunitario, transformacional, tendencias del liderazgo administrativo, y algunos rasgos que coinciden con estilos que surgieron en épocas más recientes, como el liderazgo distributivo. Los resultados plantean la función
del lenguaje como elemento fundamental en los procesos de creación de sentido y transformación de la realidad social mediante las relaciones intersubjetivas, al tiempo que los medios de comunicación fungieron como vehículos que posibilitaron esas interacciones tanto entre sujetos y contenidos, como entre ellos mismos en calidad de miembros de una comunidad.
... Research participants were selected purposively in this research. Sharan (1988) stated that purposive sampling assumes that one wants to discover, understand, gain insight into a particular topic; therefore, one needs to select a sample from which one can learn the most. Photo elicitation (Hurworth, 2012) was employed to facilitate interviews with pupils. ...
Globally, there are increasing demands to decolonize education. As a result,
the integration of Indigenous Knowledges and worldviews into Early
Childhood Education has become a pertinent issue. Few studies have
examined methodological frameworks for integrating Indigenous
Knowledges into early learning in Ghana. This article examined the
integration of Indigenous Knowledge into Early Childhood Education at a
rural primary school. A two-eyed seeing Indigenous methodology was
employed to integrate the local Kasena Indigenous Knowledge into a
Kindergarten 2 classroom environmental studies topics. The ages of the
children ranged from 6-8 years. As the holders of Indigenous knowledge,
two Kasena Indigenous Elders helped to integrate Indigenous Knowledge
into topics by visiting the school to teach and take children out on outdoor
learning activities. After this, in-depth interviews were held with research
participants. This paper focuses specifically on the methodology employed
and highlights some of the outcomes. The study found that adopting a two-eyed seeing approach challenged Western knowledges’ dominance over
Indigenous knowledges in early learning, provided a framework to guide
practice for integrating Indigenous knowledges, and created awareness of
the existence of an Indigenous worldview.
... This study used in-depth interview methods with brand-oriented SMEs entrepreneurs. Samples (Creswell, 2007;Merriam, 1990). Interview questions revolved around company branding practices. ...
This purpose of this study is to explore the impact of brand development strategy-based resources on brand equity performance of Malaysian Small and Medium-sized Enterprises (SMEs) where SMEs are often associated with financial measurements and short-term oriented performance. This qualitative study applied in-depth interview methods with the company representatives of 10 brand-oriented SMEs in Malaysia. Thematic analysis was utilised to reveal the themes, especially the prominent ones pertaining to brand equity performance. The study found that the brand development strategies comprised of branding and communication strategies have influenced a positive impact on brand equity performance. The effectiveness of brand equity translated unconsciously since the company priority measurement is still the financial performance. This study focussing in the brand development strategies in the context of Malaysian. Therefore, the future study proposed to adopt a broader perspective by specifying the measurement of brand development strategy in larger sample sizes. The research provides new insights
into creating awareness and understanding of the importance of brand equity in measuring the actual performance of the brand development strategy.
... Qualitative research tends to produce large quantities of data, and the processes by which these data are developed into research findings need to be clear and thorough in order to be credible (Miles and Huberman 1994). It is common for research data to be sorted (or coded or indexed) in the initial phase by emerging concepts, themes or ideas, with the researcher 'moving back and forth' between the data and analyses to refine (and reconceptualise) various categories (Bogdan and Biklen, 2007;Mason, 2002;Merriam, 1998;Miles and Huberman, 1994;Strauss, 1987). ...
This book extends the growing body of literature around the role of Islam and Islamic education in the lives of Muslim youth, and the qualities and skills needed to facilitate effective religious education among young people. İt explores Muslim youth within their religious and cultural settings, and it also examines their subjects and problems to bring a critical approach and a new understanding. İt investigates the Muslim identity from different perspectives and considers whether this identity has its roots solely in religion or whether it also emanates from the interplay of a variety of social forces, such as secularism, modernism, and postmodernity.
This book is one of the few studies that contributed to the field using Worldview Theory. The importance of this book is enhanced by the fact that in Turkish society most of the challenges in the life of religious individuals have usually been confronted with formal religious considerations such as whether they conform to Islamic proclamations or not. Thus, the findings of the study may contribute to the development of new pedagogy and curriculum in religious education, particularly in secondary schools. The book contributes to the literature about religious education, typology of youths’ worldviews, identity and culture, and advances knowledge that has the potential to create greater social cohesion in Turkey.
... Silverman (2001) argued that interviews and the analysis of documents can be combined in qualitative research. This is due to their powerful ability in their provision of in-depth descriptions, understanding and knowledge of specific phenomena from the informants' perspective (Merriam, 1998;Patton, 1990). ...
Sistem zakat dan filantropi amnya telah berkembang pesat di seluruh dunia. Di Malaysia khasnya, sistem zakat ini semakin diterima umum sebagai medium pembangunan ekonomi dan jaminan sosial masyarakat. Sistem ini mempunyai potensi yang besar, maka ia perlu diperkasa dan dilonjakkan seiring dengan pertumbuhan ekonomi dan kewangan Islam negara. Adalah diharapkan agar penerbitan buku ini dapat menjadi wadah diskusi yang sangat penting bagi meningkatkan kesedaran dan kefahaman masyarakat tentang bidang zakat. Usaha ini perlu dipergiat lebih lagi supaya bahan-bahan bacaan berkaitan subjek yang amat penting ini tidak putus dan terhenti setakat ini sahaja. Semoga usaha yang dicurahkan dalam menerbitkan buku ini mendapat ganjaran dan pahala di sisi Allah SWT. InshaAllah.
... This study used in-depth interview methods with brand-oriented SMEs entrepreneurs. Samples (Creswell, 2007;Merriam, 1990). Interview questions revolved around company branding practices. ...
... Ethical procedures for informed consent and participation, as stipulated by the Declaration of Helsinki (World Medical Association, 2013) and the Health Research Ethics Committee of the university where the research was conducted (Ethics number NWU-00185-15-A1), were adhered to during the sampling and research process. Purposeful sampling was deemed to be appropriate to gain insight into the specific occurrence of cricket coaches and support staffs' CI-related activities (Merriam, 1988). Coaches who consented to participate in the study were asked if support staff were involved with the team (assistant coaches, performance analysts or sport scientists). ...
Sport coaches and business managers follow similar activities to collect, analyse and communicate data related to the opposition, known as competitive intelligence (CI), to gain a competitive advantage through strategic decision making. Little is known about the CI process that coaches follow. This study aimed to develop a CI survey for South African cricket coaches and to determine content and face validity of the items. The CI survey was developed using a mixed-methods approach that integrated at four points during a five-step process. Semi-structured interviews were conducted with high-level cricket coaches and support staff, followed by a constant comparative method of qualitative data analysis with Atlas.Ti TM software. Theory and data-driven interview codes and categories were quantitised. A cluster analysis concatenated the codes into five conceptual themes, each with sub-categories. These themes were used to create scales of the survey, whereas the categories were used to create items. Experts confirmed the content, face and preliminary factorial validity of newly developed scales and items of the CI survey. The newly developed CI survey for cricket coaches is unique within the sporting fraternity and holds promise for researchers to further explore this phenomenon within the social sciences field of enquiry.
... Similar to case study methods (Merriam, 1988), narrative inquiry can facilitate multiple methods of data collection. Data triangulation or "crystallization" of the research is suggested, as it "provide[s] us with a deepened, complex, thoroughly partial, understanding of the topic" (Richardson as cited in Janesick, 2000). ...
Reflective practice is integral for developing counsellors to maintain self- awareness and to recognize influences upon one’s personal theory of counselling. In this exploratory narrative inquiry research, four doctoral level counselling psychologists participated to uncover “What are the personal stories of developing counsellors and in what ways are lived stories reflective of counsellors' personal theories of counselling?" The researcher employed a butterfly metaphor, and photographs to illustrate lived stories. Dawn, East, Crystal, Sean, and the researcher’s own lived stories elucidated personal counselling theories and approaches. The view that all theories are constructed portraits of theorists' lives is substantiated. A strong link between lived stories and preferred theories in counselling is demonstrated. Directions for future research are provided.
... Örnek olay çalışmaları, gerçek yaşam ile ilişkisi olan ve araştırmacının müdahalesinin yetersiz olduğu bir veya daha fazla vakayı, bütüncül bir şekilde ele alarak derinlemesine ve yoğun bir şekilde tanımlama, inceleme ve analize tabi tuttuğu bir yöntemdir (Yin, 2003;Christensen, Johnson & Turner, 2011). Örnek olay çalışmaları, bir kişi, durum ya da olguyu çok yönlü ve derinlemesine incelemeyi hedef aldığından ötürü genel tarama çalışmalarına göre daha detaylı ve gerçeğe yakın bilgiler vermektedir (Merriam, 1988). ...
Bu araştırmanın amacı bir ilkokul birinci sınıf öğrencisinin ev-okul-üniversite üçgeninde gerçekleştireceği yazma etkinliklerinin yazılı anlatım becerisi üzerindeki etkisini incelemektir. Araştırmada öğrenci ile yapılan yazma çalışmalarının tamamı öğrencinin ilgi duyduğu ya da yaşadığı olay veya deneyimler arasından kendisinin seçtiği konulardan oluşmuştur. Çalışmada nitel araştırma yöntemlerinden örnek olay yöntemi kullanılmıştır. Veri toplama araçları öğrenciden alınan yazılı anlatım ürünleri, öğrenci, öğrencinin velisi ve öğretmeni ile yapılan görüşmeler ve araştırmacının gözlem notlarından oluşmaktadır. Araştırma sonucunda öğrencinin okuryazarlık becerisinde ileri düzeyde bir gelişme görülmüştür. Öğrencinin yazılı anlatım becerisinin ileri düzeyde gelişiminde, kullanılan süreç temelli öğretim programının yanı sıra okul öncesi dönemde ailenin öğrenciye bol bol kitap okuması ve yaşadığı ilginç olayların resmini yapmaya teşvik etmesinin de önemli katkısı olduğu bulunmuştur. Öğrencinin yazılı anlatım başarısının artmasına katkı sağlayan etkenlerden birisi de metin oluşturma süreçlerinde kullanılan grafik örgütleyiciler olmuştur. Araştırma sonucu okuryazarlık eğitiminin bir bütün olarak algılaması ve erken yaşlardan itibaren çocukların okuryazarlık gelişimini destekleyici faaliyetler içerisinde bulunmanın önemi ortaya konmuştur. Anahtar Kelimeler: Yazılı anlatım becerisi, Süreç temelli yazma yaklaşımı, Aile desteği, örnek olay çalışması
... There are different ideas about what a case study is. If I try to find a common denominator that case study researchers (Yin 1994;Merriam, 1988;Stake, 1995Stake, & 1998Miles & Huberman, 1994;Gillham, 2001) might agree on, it would be something along the following lines: The case study should have a 'case' which is the object of study. The case should be a complex functioning unit, be investigated in its natural context with a multitude of methods, and be contemporary. ...
A case study is expected to capture the complexity of a single case, which should be a functioning unit, be investigated in its natural context with a multitude of methods, and be contemporary. A case study and, normally, history focus on one case, but simultaneously take account of the context, and so encompass many variables and qualities. When a physical artefact is the case the gap between case study and history tends to diminish and case studies often become more or less historical case studies. Case study methodology also bridges the gap between quantitative and qualitative methods in the social sciences. Still the different concepts of validation in quantitative and qualitative research sometimes create confusion when they are combined, as they often are in case studies.
The case might be studied with an intrinsic interest in the case as such, or with an interest in generalising. When a generalisation is based on the deductive principle, the procedure of testing hypothesis is used. A second mode of generalisation is inductive theory-generation, or conceptualisation. The third mode depends on the principle of abduction. Abduction is the process of facing an unexpected fact, applying some rule and, as a result, positing a case that may be. But there are two kinds of abduction: One is when a case is created from a few facts; for instance, historical data or clues. The other is operative when generalisations are made from known cases and applied to an actual problem situation by making appropriate comparisons. This is also called naturalistic generalisation. In a case study, the different modes of generalisation are often combined.
The conclusion is that case studies has the potential for further development through the mastery of the combination on different levels of techniques, methodologies, strategies, or theories, like; the combination of case study and history, which is important when the case is an artefact; the combination of differing quality standards in qualitative and quantitative research, which are difficult to codify; and the combination of different modes of generalisation.
Cross-Cultural Communication can be defined simply as a comprehensive way to examine similarities and differences between L1 culture and the target culture. It is a basic skill that the students need for developing an intellectual and emotional appreciation of cultures other than their own. Cross Cultural Communication can develop student’s cultural competencies as they experience lifelong learning. For specific cases, they can practice in stimulated exercises in order to develop their cultural competencies by bringing cultural exposure into the classroom for the specific purpose of teaching the target language culture. Since cultural competence enhancement is not static, the students’ interaction in multicultural life, their roles as English teacher candidates, and their life learning experiences will help them become more mature and will lead them to the level of cultural competence proficiency.
This study aimed to explore physics teachers’ professional identity through multiple-case methodology. The goal of physics teacher education is to enhance teachers’ professional development to address the suggestions of reform-based science education. Science teachers’ professional identity has been explored at different grade levels: science teachers defined themselves as content teachers, classroom managers, or isolated workers. In this study, physics teachers’ professional identity is analyzed and explained through Wenger’s (1998) theory of learning. The participants were three male high school physics teachers. Data were collected through interviews, reflections, lesson plans, and classroom observations and analyzed through thematic analysis. The results showed that participating teachers had different identity characteristics in that they were defined as question-oriented, project-oriented, or lecture-oriented teachers. The question-oriented teacher focused on questioning to elicit students’ ideas on different types of questions, the project-oriented teacher tended to encourage students to explore the real-life physics through projects, and the lecture-oriented teacher aimed to explain the content through following a smart notebook including all content explanations and sample questions. The analysis through Wenger’s theory showed that the relationship between teachers’ beliefs and practices was linked to physics teachers’ professional identity. The study has important implications to understand development and characteristics of teacher professional identity.
Environmental, cultural, and social issues are becoming increasingly complex, and the educational context is no exception to this trend. The relevance of teachers’ creativity in examining situations from different angles, in imagining new approaches, in adapting to the varied needs of students, and in training them so that they too can grasp the teeming complexity seems obvious. However, creativity sometimes seems to be taken for granted among teachers and educational programs leave a gap around this theme. Since the scientific literature tends to show that teachers’ creativity is still little explored in educational contexts, this doctoral research studies its manifestations within a group of teachers enrolled in a professional master’s program in preschool and elementary education (Université de Sherbrooke, Canada). Within the framework of this program, each one elaborates a professional development project over a three-year period. Using a variety of authentic data sources (observations in natural occurring situations, reflective writing by participants, and semi-structured interviews), their creative process is documented and analyzed. This multiple-case study (n = 9) that draws on the concept of creativity as related to that of professional coherence reveals that the pursuit of greater professional coherence not only enables the implementation of creative skills to foster teachers’ professional development, but also elicits beautiful risk-taking.
With a skyrocketing international student population from Asia at Canadian universities in recent decades, second language (L2) students’ abilities to adapt to the (inter)textual practices of their prospective discourse communities have received increased attention in L2 writing research. This thesis study aimed to uncover the complexities and heterogeneity inherent in L2 student writers’ uses of textual sources. Through a multi-case study design (Stake, 2006), I examined the textual borrowing practices of 3 first-year international graduate students from China studying Education at an English-medium university in Canada. Drawing on Engeström’s (2001) activity theory and Ivanič’s (1998, 2005) analytic framework of writers’ construction of identity, I answered 2 research questions: (1) What activity systems do students from China experience while learning to read and write in China and writing assigned papers for master’s courses in Education in Canada? and (2) What challenges do these students encounter while writing papers from sources and how do the students address these challenges, with what consequences in their writing and identities? The instruments for this multi-case study were learning history and text-based interviews with each student along with data from their written assignments and certain source texts, a learner profile questionnaire, and a reading-writing questionnaire. My analysis revealed tensions and contradictions within and between the students’ former literacy learning activity systems in China and their current writing-from-sources activity systems in Canada. These tensions and contradictions posed challenges for the students to (a) effectively process source information and accurately and appropriately present that information to demonstrate comprehension and critical thinking, evident in their patchwriting, direct copying, inappropriately quoting, transposing from Chinese sources, and paraphrasing abstracts as purported summaries of their own; (b) cultivate a genuine interest in what they wrote and manifest deep or extended learning in their writing, evident in their tendencies to cite secondary sources without reading the originals of those sources; and (c) take ownership of the knowledge co-constructed through dialogic interactions between the source authors and the students or accept their roles in shaping the double-voiced discourse in the process of writing despite their (imprecise) uses of quotations, paraphrases, summaries, and syntheses to do so.
p>This study explores the uptake of the Investors in People Standard, the UK's national standard for good staff development practice, in the Higher Education sector. It examines the reasons why there has been such a slow rate of achievement of the Standard in this sector, the differences between pre and post 1992 Universities and the potential benefits to those who do achieve it. This exploration is located within an analysis of the changing landscape and culture of HE, the relatively few research studies that have been conducted on the Standard, and the staff development literature in higher education. The Standard lies at the heart of Government plans to increase the skills and productivity of the UK's workforce and a decade after its launch over 60% of large employers have achieved the Standard. Yet, despite support from HE stakeholders like HEFCE, QAA, HESDA and Universities UK, and a strong recommendations that the Standard be adopted to improve poor staff development practices in HE, only 13 universities have achieved the Standard, one pre-1992 university and 12 post-1992 universities.
The reasons for this are explored through a three stage research design - a narrative based on the experience of one post-1992 university working towards the Standard, statistical analysis of uptake and achievement of the Standard and an in-depth analysis of semi-structured interviews of a range of academic, support and consultant staff.
Three significant findings were as follows. Firstly, Universities perceived academically-orientated benchmarks, like the RAE and subject review, to be more important than staff development benchmarks like the Standard and consequently gave them higher priority. Secondly, the Standard, linked as it is to the growing trend of managerialism in the sector, was seen to be in conflict with a 'traditional' academic culture. Thirdly, post-1992 universities and service departments in pre-1992 universities, were perceived to have a more corporate culture that made it easier for them to commit to and achieve the Standard.</p
p>The research explored the life experiences of women who had histories of drinking problems, to illuminate new understandings about why women may develop alcohol problems, and how they may succeed in achieving sobriety.
A feminist approach and a qualitative, life history method was used to collect and analyse 13 in-depth, autobiographical accounts. The research participants comprised of a heterogeneous group of self-referred women volunteers, from a non-clinical population, who had personally identified having experienced drinking problems. Each participant's life story was taped over several sessions, and lasted approximately eight hours. Thematic analyses was used across fully transcribed life histories to identify the common themes which had contributed to, or exacerbated, alcohol misuse.
Significant common themes which emerged from the life histories included childhood sexual abuse, other childhood unhappiness, difficult or violent heterosexual relationships or marriage, lesbian sexuality, and depression. These themes revealed significant continuums of individual victimisation and abuse across life course, which were associated with the oppressive social and political gendered contexts of these women's lives. Life stories were also surveyed to identify influences during personal recovery, and two concluding themes were revealed concerning help-seeking behaviours associated with alcohol misuse, and the ways in which recoveries were achieved and sustained. Findings identified inadequate support or understanding about research participants' problem drinking from health care gatekeepers, helping professionals and intimate partners. The notion of individual self-reliance and sustained personal motivation to reach and maintain recovery emerged as pivotal among this group of women who eventually all achieved sobriety without professional help. These findings contrast with much traditional theory which has negatively viewed women's motivation and capacity for recovery from drinking problems. Additionally, the research revealed that participants regularly used alcohol as a strategy for personal survival and control in their lives.</p
This paper presents a study that investigated how students labelled as having learning disabilities experienced attributions from their teachers and the impacts of the attributions for these students’ learning and interactions. The article explores the phenomena from an attribution theoretical lens. Ethnographic case study underpinned the research as it allowed us to fully immerse and to gain in-depth understanding of what was happening in one public school in Indonesia. We undertook interviews and participant observations, involving two students labelled as having disabilities (aged 10–11). The two key themes emerged: (1) the negative way being recognised by others and (2) being learning disabled marks a student as being different. The attributions assigned to students labelled with learning disabilities are circulated in the classroom and have significant effects on how these students perceive view themselves and participate in learning. As a result, the attributions create and shape their self-worth in their classroom communities.
Bu çalışma kapsamında Türkiye’deki eğitim programlarının çoğulculuk perspektifinden eleştirel program teorisi yaklaşımı kullanılarak incelenmesi amaçlanmıştır. Nitel yaklaşımla tasarlanan araştırmada bütüncül çoklu durum çalışması deseninden yararlanılmıştır. Araştırmanın veri setini 1924-2018 yılları arasında yayımlanan sosyal bilgiler dersi öğretimine yönelik hazırlanan resmi öğretim programları oluşturmaktadır. Araştırmada veriler çoğulculuğun boyutlarına ilişkin belirlenen kod ve temalar ile eleştirel analiz soruları kullanılarak betimsel analiz yoluyla analiz edilmiştir. Araştırma sonucunda programların “teorik ve ideolojik arka planı” ile “ birey ve bireysel/toplumsal farklılıklara”, “düşünme becerilerine”, ”sosyal sorunlara” , “çoğulcu değerlere” yönelik bulgulara ulaşılmıştır. Çoğulculuk bağlamında programların geçmişine ve bugününe ilişkin yapılan eleştirel tespitlerin eğitimi etkileyen ve eğitimden etkilenen tüm bireylerin programa dair anlayışlarının derinleşmesine katkı sağlayacağı umulmaktadır.
This study draws primarily on ZPD and concept of mediation (a key element in the sociocultural theory) to analyze the mediational talk in speaking group-works. The authors present an analysis of how EFL learners' speaking skill is socioculturally mediated and developed through teacher-student and student-student collaborative interactions. Situated microgenesis was used as a tool for analyzing the interactions generated between the participants during a dialog making task. The results showed the characteristics of a dialogic communication among the learners as they took part in diverse conversation-making tasks collaboratively. Consequently, the analysis of the communicative discourse of the EFL speaking tasks was indicative of precious insights into the nature of the peer-peer and student-teacher interactions as well as their pivotal contributions to scaffolding the EFL learners' speaking skill in different forms. The findings provide worthwhile evidence substantiating that dialogic exchanges in collaborative tasks are crucial as a mediationally facilitative activity conducive to the improvement of second language speaking ability. Finally, the study proposes some constructive implications for EFL instructors encouraging the integration of collaborative tasks in their speaking classes.
This study is about the use of language learning strategies by the students of the English Letters department of one of the Islamic Universities in Malang to handle language anxiety to improve their speaking skills. This study aims at discussing the result of some observations and in-depth interviews to two EFL learners using language learning strategies to handle language anxiety to improve their speaking skills. This study applies a descriptive case study involving two EFL learners as the subject of the study. From the study, it is found that EFL learners might experience language anxiety due to several factors/ conditions. It is necessary for the EFL learners to be acquainted more with the use of language learning strategies to handle language anxieties so that they might improve their speaking skills.
This paper chronicles and analyses the expansion and contraction of the Australian apprenticeship system from 1985 to 2020. The system expanded from a small number of occupations, mainly in craft and manufacturing areas, to include many other occupations, notably in the different types of service sectors. The expansion was achieved primarily through a new type of apprenticeship, known as a traineeship, to augment the existing more traditional apprenticeships. Since 2012, the system has contracted considerably, and the participation rate of women has been affected disproportionately. The period of expansion of the system was book-ended by two major government-instigated documents, in 1985 and 2011. In 1985 a Parliamentary Committee of Inquiry into Labour Market Programs proposed the introduction of traineeships, and in 2011 an Expert Panel on Apprenticeships sought to reduce numbers through the application of specific criteria for government support, which primarily affected the occupations served by traineeships. Two sources of evidence are used to examine the expansion and contraction of the apprenticeship system: data from the national apprenticeship statistics collection maintained by the National Centre for Vocational Education Research (NCVER) and key government reports over the 35 years. A brief overview of COVID-19-related developments in 2020 is included.
This article sought to answer questions concerning the aspects that are changing and those that remains unchanged regarding football in China during Xi’s authoritarian era by comparing the governance of Chinese professional football during this era and during a previously examined former era to provide a point of departure for empirical studies concerning the recent ascent of football in China. This research yielded the following findings. Regarding the first question, first, at the league-governance level, the Chinese Football Association (CFA) has prioritized the salience of professional football clubs (PFCs). Second, at the club-governance level, the CFA has adopted a gradualist approach to institutional reform by proceeding through a process of introducing private or state-owned enterprises. Third, also at the club-governance level, PFCs face financial fragility due to the heavy dependence on soft loans from backing enterprises. Regarding the second question, at the league-governance level, the actual goal setting remains unchanged, and underachievement of the national football team persists. Comprehensive document analysis that included international peer-reviewed journal articles, books or book chapters, academic reports, policy documents, and influential media in China was performed. In addition, website research on all sixteen clubs in the Chinese Super League (CSL) during the 2019 season was conducted.
This thesis aims to contribute to the understanding the teacher's role in integration of new didactical materials in his or her pedagogical practice, in particular the ways in which they develop and apply new teaching tools to use technological resources (CD- ROMs and web portals).
Using the paradigm of activity theory, the central problem is the characterization of the processes through which teachers replicate, adapt, and improvise tasks with use of technological resources and involves five objectives:
1. Identify utilization schemes of teachers in actions mediated by these technological features.
2. Identify the types of interaction between teachers and these technological resources.
3. Identify the instrumental orchestrations that teachers use when working with these technology resources.
4. Promote personal and professional development of teachers in the context of lifelong learning.
5. Refine the prototype of "a tool for task analysis" to provide feedback to teachers.
To achieve these objectives the researcher in the role of trainer accompanied Portuguese secondary mathematics teachers in the assessment of learning tasks involving the use of new technological resources and analysis of feedback of teaching performance after implementation in the classroom. This feedback was obtained from their peers, trainers and teachers' reflection on the actions in classes and occurred during the sessions of the training activities. A methodology of interpretive nature was used.
The study shows that teachers plan coordinated tasks that integrate technology resources and apply them in classes adjusting them to the technological environment of their schools. However, some difficulties in interpreting the returns are revealed.
Based on the data analysis we developed a tool to support the construction of didactical tools complementing another proposed by Brigit Pepin which can be used in self-training or continuing training actions.
Keywords: technological resources, utilization schemes, tools, teacher.
In this book, you will see how different filmmaking projects have evolved and how concepts in film production were taught. You will see how filmmaking projects follow a certain path: developing ideas, planning, production, editing and distribution. There is no doubt that a large majority of our students are not only watching movies, they have also been involved in videogaming, youtubing, making clips and sharing them with friends and family members. From education to entertainment to revolution, the visual culture is fast growing, resulting in the growth of a visual filter that pushes for an eye-catching world if not a perfect one. In short, new pedagogies need to evolve and shift from teacher focused experience to student
focused experience.
This paper presents an empirical qualitative research on happiness and
education. Case study data of Third-Graders in an Elementary school in Japan
will be analyzed. It will be shown that the students' happiness in school is
associated with what we call 'a sense of achievement '. Their specific sense of
achievement will be reconstructed: It refers to the acquisition of practical skills
and being able to use these skills; it is linked to tasks which include a moderate
challenge; it is related to a process in which different feelings are embraced; and
it has an important social dimension. Such a detailed and complex analysis is a
necessary addition to quantitative happiness research and provides important
insights for a pedagogical exploration of happiness. It demonstrates that a 'sense
of achievement' may significantly vary from what is usually referred to as
'achievement' in the realm of education, namely the grading of students'
performances. On a methodological level, the paper reflects the difficulties of
translating qualitative interviews from Japanese into English and points toward
the necessity to consider bodily expressions in discussions on language and
translation.
URL: https://repository.kulib.kyoto-u.ac.jp/dspace/handle/2433/143059
ResearchGate has not been able to resolve any references for this publication.